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The PROFILES approach to teaching and learning physics in Slovenia

Jerneja Pavlin in Iztok Devetak (2015) The PROFILES approach to teaching and learning physics in Slovenia. V: Proceedins of the GIREP - MPTL 2014 International Conference, 7 Jul - 12 Jul 2014, University of Palermo, Italy.

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    Povzetek

    The Faculty of Education from the University of Ljubljana participates in the FP7 project Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science (PROFILES). The project promotes Inquiry-Based Science Education (IBSE) through raising science teachers’ self-efficacy and promoting a better understanding of changes in teaching science in schools and the value of stakeholder networking. The teachers’ professional development programme started in the school year 2011–12. In Slovenia, 45 science teachers invited from primary and secondary schools participated in the project in the school year 2011–12 and 33 in the school year 2012–13, respectively. Teachers formed small groups (3–4 members) according to the level of education at which they teach (primary and secondary) and according to the subjects they teach (biology, chemistry, physics, or general science). Every small group developed PROFILES modules considering the PROFILES philosophy and the aims of the national curriculum. The teachers of physics and general science designed several PROFILES learning modules and three of them are presented in this paper. The topics in the modules presented were sound (“Can I represent a whole orchestra?”), simple machines (“Why should I sweat if it can be done with machines?”), and Ohm’s law (“Resistance, current, and voltage: brothers from the same house?”). Modules were applied in the school environment. On average, students reached comparable achievements in a knowledge test based on the PROFILES approach to teaching and the classical approach. Based on the collected data, a conclusion was drawn that the IBSE approach was accepted among Slovenian physics teachers involved in the project. Teachers also reported that this approach presented a challenge for them as well as for the students, especially for the gifted.

    Tip vnosa: Prispevek na konferenci ali delavnici (Članek)
    Ključne besede: PROFILES, inquiry-based science education, teaching modules, sound, simple machines, Ohm’s law
    Povezani naslovi URL:
    URLTip URL
    http://www1.unipa.it/girep2014/proceedings/Chapter%206.pdfDrugo nahajališče
    http://cobiss4.izum.si/scripts/cobiss?command=DISPLAY&base=50126&rid=10615113&fmt=11&lani=siDrugo nahajališče
    Ustanova: Univerza v Ljubljani
    Fakulteta: Pedagoška fakulteta
    Oddelki: Oddelek za fiziko in tehniko > Katedra za fiziko in didaktiko fizike
    ID vnosa: 2902
    Datum vnosa: 06 Jul 2015 11:08
    Zadnja sprememba: 06 Jul 2015 11:08
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2902

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